VOLUME 18 (Supplement)

Number pattern through realistic mathematics education: A hypothetical learning trajectory

This study developed a hypothetical learning trajectory (HLT) in number pattern material for eighth-grade junior high school students. The methodology consisted of three phases: preliminary design, teaching experiment phase, and retrospective analysis phase. This study focused on the preliminary design, which encompassed various steps such as needs investigations, curriculum analysis, literature studies, and the development of initial prototypes. Moreover, an HLT had been generated through realistic mathematics education. This HLT served as a guiding framework for implementing learning activities and enabled identifying and resolving potential challenges students encountered during the learning process. The identified HLT patterns were utilized as the foundation for designing appropriate learning materials that aligned with the student's learning path, thus, enhancing their overall academic achievement. Furthermore, in this study, the HLT served as a follow-up to the needs analysis based on the findings of the identification process.